The aim of the present study was to compare disordered eating (DE), body image, and sociocultural and coach-related pressures between athletes of different age groups (adolescents and adults) and between athletes participating in weight-sensitive (WS) and less WS groups. A total of 1003 athletes participated in this study. The age range of the sample was 15 to 44 years, and the mean age was 18.9 ± 5.8 years (51.3% were female). Athletes who voluntarily agreed to participate in the study were provided with the study measures on DE, body image and sociocultural attitudes towards appearance. Vomiting, laxative misuse and excessive exercise were more prevalent in adolescent female athletes than adults, while dietary restraint was more common in adult male athletes than adolescents. Adolescent female athletes experienced higher sociocultural (family, peers) and sport-related (coach) pressures and a less positive body image compared with adult female athletes. Adult male athletes experienced higher overweight preoccupation, more DE and unhealthy eating habits, and engaged in more frequent self-weighing behaviour compared with adolescent males. When the effect of weight sensitivity in sports was tested, a higher prevalence of DE and overweight preoccupation, more frequent self-weighing, and higher body-image-related pressure from coaches were observed in female athletes participating in aesthetic weight-sensitive (WS) sports as compared with those participating in less WS sports. No differences in positive body image were observed in female WS and less WS sports. Special DE prevention and positive body image promotion programs are necessary for female competitive athletes and parents of adolescent female athletes, especially those participating in aesthetic ones. For adult male athletes, special programs aiming to promote healthy eating should be implemented to prevent DE and body image concerns. Special education about DE prevention is compulsory for coaches who train female athletes.

Background: There is strong evidence that specific pelvic floor muscle training (PFMT) reduces stress urinary incontinence (SUI), but the application of functional magnetic stimulation (FMS) is still under discussion. Objective: To evaluate and compare the effects of FMS and PFMT on pelvic floor muscle function, urinary incontinence symptoms and quality of life (QoL) in women with SUI. Methods: A randomized controlled, parallel-group trial was executed in an outpatient physical medicine and rehabilitation centre. The study included 68 women and was fully completed by 48 women (n = 24 in each group) aged 29–49 years, with SUI, who were randomly assigned to PFMT and FMS groups. The symptoms of urinary incontinence and their impact on quality of life were assessed with two questionnaires: the International Consultation on Incontinence Questionnaire–Short Form (ICIQ-SF) and the Incontinence Impact Questionnaire–Short Form (IIQ-7). Perineometer (Pelvexiser) was used to measure the resting vaginal pressure, pelvic floor muscle (PFM) strength and endurance. All outcome measures were taken at baseline and after 6 weeks of interventions. Cohen’s effect size (d) was calculated. Results: A significant improvement (p < 0.05) of ICIQ-SF and IIQ-7 was observed in both groups with a high effect size in the PFMT group (d = 1.56 and d = 1.17, respectively) and the FMS group (d = 1.33 and d = 1.45, respectively). ICIQ-SF and IIQ-7 scores did not differ significantly between groups after the 6-week treatment period. Resting vaginal pressure, PFM strength and endurance increased (p < 0.05) in both groups with a medium (d = 0.52) to large (d = 1.56) effect size. Conclusion: No significant difference between groups was found in any measurement of perineometry. PFMT and FMS significantly improved SUI symptoms and the quality of life of the study participants. None of the applied interventions was superior to the other in the short-term effect.

Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the schoolyard meets children’s preferences. One schoolyard was studied in each included country: Iceland, Norway, Finland, Lithuania, Latvia, and Estonia. The affordances, facilities, and equipment for PA in schoolyards were identified through orthophoto maps and standard registration forms. Children’s preferences were collected through group interviews at each participating school. A common design of schoolyards across countries indicated mostly flat topography with sparse vegetation and green areas dominated by large traditional sport arenas such as a football field, areas suitable for ball games, and track and field activities. Green spaces and varied topography were more prominent in Nordic countries. Across nationalities, the responses from pupils regarding the schoolyard were similar: they liked it though they wished for more variety of activities to do during recess. National regulations/recommendations for schoolyard design differed across the countries, being more restricted to sport fields and sport-related activities in Latvia and Lithuania, while in Nordic countries, the recommendations focused more on versatile schoolyard design.

Information and communication technologies (ICTs) are rapidly invading education and leading to transformation in this area. During the COVID-19 pandemic, the traditional educational process was moved to a remote environment, and educators faced many challenges in maintaining the same quality as face-to-face teaching. Physical education (PE) lessons should be marked out as a special case. The aim of this research was to determine the relationship of 8–12th-grade Lithuanian students to information and communication technologies and to reveal students’ experiences of participating in remote PE lessons. A total of 268 students selected by the convenience sampling method filled out a questionnaire consisting of four blocks with 53 closed and 4 open questions divided into topics. The relationships between physical activity during quarantine and its predictors were assessed using linear and hierarchical regression analyses. It was estimated that students’ computer literacy skills were slightly higher than average, and positive attitudes of students towards ICT in the educational process would prevail. In remote PE lessons, students usually exercised independently or together using a video communication program. Students’ expectations for remote PE lessons included the performance of sports, interesting and active challenges, and the opportunity to be independent. Older students and students who spent more time with ICT and had lower computer literacy skills were less physically active and fit. During the quarantine, students’ physical activity and fitness decreased.

The Global Matrix 3.0 “Report Card” assessment of physical activity was developed to achieve a better understanding of the global variability in child and youth physical activity. Lithuania joined the Global Matrix 3.0. The aim of this article is to summarize the results of the first Lithuanian Report Card, which included 10 indicators, as representative of individual behaviors, sources, and settings of influence indicators, and a health-related characteristic. The grades for each indicator were based on the best available Lithuanian data. The findings showed poor Overall Physical Activity, Active Transportation (C−), and Family and Peers (D). Sedentary behavior was graded C−, and Organized Sport Participation, Community and Environment, and Government were graded C. Physical Fitness and School indicators received the highest grade (C+). The first Lithuanian Report Card on Physical Activity of Children and Youth shows that Lithuanian children and youth have less than satisfactory levels of organized physical activity, active transportation to and from school, community and built environments, and government strategies and investments. The low levels of support from family and peers require more attention from health promoters. There is a gap in the evidence about active play that should be addressed by researchers and policy makers.

This study emphasizes the importance of a teacher’s adaptability in conveying knowledge and the varied interpretations of exercises among educators. While there is an evident difference in how physical education (PE) is approached, the common thread is the motivation and involvement of students. Promoting physical activity and forming associated habits at school has a major impact on a person’s entire life. Students should learn these skills through PE classes led by physically literate teachers. The aim of this study was to determine PE teachers’ physical literacy (PL), their understanding of the concept of PL, and the application of its components in PE classes. In the first phase of the research questionnaire survey of 81 PE teachers, the aim was to determine their physical literacy. In the second phase, observations were conducted to assess which components of PL teachers use during PE classes. In the third phase, a group interview was conducted to determine the opinions of PE teachers on the components of PL and its application. Teachers with a normal BMI and teaching higher grade students (p < 0.05) had significantly higher PL scores than those with a BMI that was too high (p < 0.05). Additionally, correlation analysis (r = −0.247, p < 0.05) showed that as BMI decreased, the PL score increased. Only two aspects of PL are developed during PE classes—competence and motivation. Very little or no elements of knowledge and understanding of physical activities and associated health benefits, and ways to reduce sedentary time and promote daily habits were observed. PE teachers’ interviews revealed that they recognized PL as a holistic concept for the development of a person’s physical abilities and knowledge. PE specialists also suggested teaching methods that could be applied outside of classes and acknowledged shared problems that reduce students’ motivation to move and how to address them. This study highlights the complexity of the concept of PL and reveals many areas for future research: searching for a universal assessment of PL and focusing on the concept of promoting new, creative, less linear ways of assessing and teaching PL.